Knowledge and Understandings CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision)
Checkpoints/ Formative Assessments: -class analysis of poor and constructive criticism youtube videos -group practice constructive criticism activity -constructive criticism handout filled out for each presenter -self-reflection handout completed after reviewing peers’ constructive criticism
Instructional Strategies for ALL Learners: -ELA teacher will show good and poor examples of constructive criticism and spark discussion about what was good/poor about them -ELA teacher will monitor group practice activity as students practice constructive criticism -ELA teacher will monitor constructive criticism of each presenter during presentations -ELA teacher will conference with each student and discuss self-reflection
Explanation: One core component of PBL is that it should be authentic. Constructive criticism is a skill that students will use throughout their lifetimes as they progress from the educational setting into the real-world. Employers use constructive criticism to inform employees of their strengths and weakness in the career field. Therefore, it is essential that students have a clear understanding of how it works before entering the real world. Students will view actual examples of both constructive and poor criticism via youtube videos and evaluate each. They will discuss what was good and bad about each example. This will serve two purposes. It will show students how this skill is applicable to the real world, and it will also show students the difference between good and poor constructive criticism. Students will then practice within their own groups giving constructive criticism to their group members as they read a teacher-generated prompt. Each prompt will have strengths and weaknesses that students should constructively identify. This process promotes sustained inquiry and critical thinking as students analyze what worked and what could be improved.
Some other core components of PBL are reflection, critique, and revision. Constrictive criticism goes hand-in-hand with these components. Students must learn how to properly give and accept feedback.The criticism given by others should be used to self-reflect upon what worked well and what could be improved upon in the future. Students will complete a constrictive criticism handout for each presenter. The presenters will read the feedback given by others and use this to create a self-reflection of what they could improve in the future. Feedback will include information related to both the content and physical delivery of the speech. This feedback and subsequent self-reflection will help each student improve upon these areas for future assignments, but will also help build the core feedback and reflection skills necessary to succeed in the world outside of education.
Constructive Criticism Activity
Learning Outcomes/ Targets:
Success Skills
Critical Thinking
Constructive Criticism
Reflection
Knowledge and Understandings
CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision)
Checkpoints/ Formative Assessments:
-class analysis of poor and constructive criticism youtube videos
-group practice constructive criticism activity
-constructive criticism handout filled out for each presenter
-self-reflection handout completed after reviewing peers’ constructive criticism
Instructional Strategies for ALL Learners:
-ELA teacher will show good and poor examples of constructive criticism and spark discussion about what was good/poor about them
-ELA teacher will monitor group practice activity as students practice constructive criticism
-ELA teacher will monitor constructive criticism of each presenter during presentations
-ELA teacher will conference with each student and discuss self-reflection
Explanation:
One core component of PBL is that it should be authentic. Constructive criticism is a skill that students will use throughout their lifetimes as they progress from the educational setting into the real-world. Employers use constructive criticism to inform employees of their strengths and weakness in the career field. Therefore, it is essential that students have a clear understanding of how it works before entering the real world. Students will view actual examples of both constructive and poor criticism via youtube videos and evaluate each. They will discuss what was good and bad about each example. This will serve two purposes. It will show students how this skill is applicable to the real world, and it will also show students the difference between good and poor constructive criticism. Students will then practice within their own groups giving constructive criticism to their group members as they read a teacher-generated prompt. Each prompt will have strengths and weaknesses that students should constructively identify. This process promotes sustained inquiry and critical thinking as students analyze what worked and what could be improved.
Some other core components of PBL are reflection, critique, and revision. Constrictive criticism goes hand-in-hand with these components. Students must learn how to properly give and accept feedback.The criticism given by others should be used to self-reflect upon what worked well and what could be improved upon in the future. Students will complete a constrictive criticism handout for each presenter. The presenters will read the feedback given by others and use this to create a self-reflection of what they could improve in the future. Feedback will include information related to both the content and physical delivery of the speech. This feedback and subsequent self-reflection will help each student improve upon these areas for future assignments, but will also help build the core feedback and reflection skills necessary to succeed in the world outside of education.